PEDAGOGY IN TEACHING

EDWINA M. CAMPOMAYOR
PSDS
Let’s group ourselves!

Birth Month
Outfit color
Height
The Boat Is Sinking
INSTRUCTION
Choose your Leader,
Material Manager, Note-
Taker, Observer &
Presenter
Create your Group Name
Compose your Group Yell
Present your Group Yell
“Tell me and I forget.
Teach me and I
remember. Involve
me and I learn. “
- Benjamin Franklin
Let’s do this!

Instructions: Classify the phrases

whether traditional or constructivist
approach of teaching. Post them on the
wall. If your group is done, say your
yell.
Student centered
Consideration for HOTS tasks
Skills are treated in isolation
Students learn how to learn
Collaboration is not evident
Focus is on the teacher
Background knowledge taken in
consideration as well as new knowledge
Interdisciplinary exploration is considered
Follow the textbook
How do you feel about the activity?

What learning insights have you gained

from the activity?

Compare and contrast the traditional

and constructivist approaches.
 TRADITIONAL CONSTRUCTIVISM
Curriculum begins with the Curriculum emphasizes big
part of the whole concepts beginning with the whole
emphasizing basic skills and expanding to include the parts

Strict adherence to fixed Pursuits of students’ question and

curriculum is highly valued interest is valued (Inquiry-based)
 TRADITIONAL CONSTRUCTIVISM
Learning is based Learning is interactive
on repetition

Teacher’s role is Teacher’s role is

directive, rooted in interactive, rooted in
authority negotiation
 TRADITIONAL CONSTRUCTIVISM
Students work Students work primarily
primarily alone in groups (Collaborative)

Textbooks and Manipulative materials

workbooks primarily are primary sources
used
 TRADITIONAL CONSTRUCTIVISM
Assessment- Testing Assessment- observation,
(Correct answer) peer evaluation, and testing

The teacher is superior Teachers serve as guides

and is referred as to the students to challenge
authority or master them to think harder by
considering new ideas
Pedagogy

 Any conscious activity by one person

designed to enhance learning in
another (Watkins & Mortimer, 1999)
 Study of methods and activities of
teaching (Cambridge Dictionary)
 RA NO. 10533
AN ACT OF ENHANCING THE
PHILIPPINE BASIC EDUCATION
SYSTEM BY STRENGTHENING ITS
CURRICULUM AND INCREASING
THE NUMBER OF YEARS FOR BASIC
EDUCATION; APPROPRIATING
FUNDS THEREFORE AND FOR
PURPOSES
 SEC. 5. Curriculum Development, that
“DEPED shall adhere to the following standards and
principles in developing enhanced basic education
curriculum, curriculum shall use pedagogical
approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative”
 Constructivism
Construction of knowledge:
- learners’ prior knowledge
- Have access to resources
- Actively learn
- Create, manipulate and debate knowledge
 Constructivism
 Learning is an active process
 People discover how to learn as they
learn
 Crucial action of constructing meaning
is mental
Constructivism
Process, not product
- Control of instruction
- Learning environment tasks the learner
with creating or constructing
representations of individual meaning
- Learners systematically gather and
evaluate information
 Jean Piaget
Cognitive Learning Theory
Piaget firmly believes that CHILDREN:
 think very differently than adults
 are active learners but need to be guided
properly
 Construct new knowledge as they move through
different cognitive stages
 John Dewey
 Learning should engage and expand the
experiences of learners
 Education is a social process
 Schools should be viewed as an extension of
society and students should play an active role in
it, working cooperatively with each other
 Students learn by doing and should be allowed to
construct, create, and actively inquire
 Lev Vygotsky
 Social Cognition – learning took place within the
context of a child’s social development and
culture
 Scaffolding – Discovering the level of each
child’s cognitive/ social development, and build or
construct their learning experiences from that
point
 Schemata – an organized way of creating or
providing a cognitive mental framework for
understanding and remembering information
 Jerome Bruner
 Learn through discovery

 New ideas are based on current or

past knowledge

 Instruction based on Cognition

PEDAGOGICAL
APPROACHES
 INQUIRY-BASED
The main activity in a constructivist
classroom is solving problems. Students
use inquiry methods to ask questions,
investigate a topic, and use a variety of
resources to find solutions and answers. As
students explore the topic, they draw
conclusions, and, as exploration continues,
they revisit those conclusions. Exploration of
questions leads to more questions.
 REFLECTIVE
• Students control their own learning process, and
they lead the way by reflecting on their experiences.
This process makes them experts of their own
learning. The teacher helps create situations where
the students feel safe questioning and reflecting on
their own processes, either privately or in group
discussions. The teacher should also create
activities that lead the student to reflect on his or her
prior knowledge and experiences. Talking about
what was learned and how it was learned is really
important.
 COLLABORATIVE
The constructivist classroom relies heavily on
collaboration among students. There are many
reasons why collaboration contributes to learning.
The main reason it is used so much in
constructivism is that students learn about learning
not only from themselves, but also from their
peers. When students review and reflect on their
learning processes together, they can pick up
strategies and methods from one another.
 INTEGRATIVE

 Integrative learning is linked to the classical

tradition of educating the "whole" person:
encouraging "breadth of outlook, a capacity to
see connections and hence an ability to make
fundamental decisions and judgments"
(Rothblatt 1993:28).
 INTEGRATIVE

 Integrative learning requires the teaching of

intentional learning (taking a deliberative and
reflexive stance towards knowledge
acquisition): taking into account different
dimensions of a problem, seeing it from
different perspectives, and making conceptual
links among the dimensions and perspectives
 INTEGRATIVE
• Integrative learning leads students to synthesize learning
from a wide array of sources, learn from experience, and
make significant and productive connections between
theory and practice. This approach to teaching and
learning is necessary in today's world where technology
and globalization transform knowledge practices in all
disciplines and professions: disciplines are now less
bounded, with new areas of scientific knowledge
emerging on the borders of old ones, and with a
significant exchange of concepts, methods, and subject
matter between the humanities, the social sciences, and
the arts.
 SPECIFIC
CONSTRUCTIVIST
APPROACHES
 Guided Instruction

•A learning approach in which the educator uses

strategically placed
•prompts, cues, questions, direct explanations,
and modeling to guide
•student thinking and facilitate an increased
responsibility for the
•completion of a task (Fisher & Frey, 2010).
 Inquiry-Based Learning

•A learning approach in which the educator

uses strategically placed
•prompts, cues, questions, direct
explanations, and modeling to guide
•student thinking and facilitate an increased
responsibility for the
•completion of a task (Fisher & Frey, 2010).
 Anchored Instruction
An educational approach associated with
problem-based learning in which the educator
introduces an ‘anchor’ or theme in which students
will be able to explore (Kariuki & Duran, 2004).
The ‘anchor’ acts as a focal point for the entire
task, allowing students to identify, define, and
explore problems while exploring the topic from a
variety of different perspectives (Kariuki & Duran,
2004).
 Problem-Based Learning
A structured educational approach which consists
of large and small group discussions (Schmidt &
Loyens, 2007). Problem-based learning begins
with an educator presenting a series of carefully
constructed problems or issues to small groups of
students (Schmidt & Loyens, 2007). The problems
or issues typically pertain to phenomena or events
to which students possess limited prior knowledge
(Schmidt & Loyens, 2007).
 Problem-Based Learning
A structured educational approach which consists
of large and small group discussions (Schmidt &
Loyens, 2007). Problem-based learning begins
with an educator presenting a series of carefully
constructed problems or issues to small groups of
students (Schmidt & Loyens, 2007). The problems
or issues typically pertain to phenomena or events
to which students possess limited prior knowledge
(Schmidt & Loyens, 2007).
 Differentiated Instruction
Curriculum modifications shall be
implemented in the forms of adaptations
and accommodations to faster optimum
learning based on individual’s needs and
potentials
DIFFERENTIATED INSTRUCTION
Teachers can differentiate

Content Process Product

According to the student’s

Readiness Interests Learning Profile

To increase

Growth Motivation Efficiency

Knowledge is not transmitted;
it is constructed.
Education must engage with
and expand experience.”

-John Dewey
38 38 National Training of Trainers
for Grade 11 Teachers
THANK
YOU